Pedagogic Practices in Remote Teaching in School Routine in Times of Pandemic

Abstract

Pedagogical practices in remote teaching in school routines in times of pandemic made it possible for students and teachers to experience different experiences with the 'uses' of technocultural artifacts. In this way, the objective of this article is to problematize pedagogical experiences and practices carried out with the subject of Geography in the final grades of elementary school involving the school, community and the use of drone for the preservation of mangroves, and, with a supervised internship class degree in Geography at a federal university. Our theoretical and methodological contributions are studies with everyday life and narrative research with fictional narratives. In the first part, we will present the pedagogical practices of the Olhapassarinho project, which uses drones and other technocultural artifacts, enabling the creation of other perspectives and dialogue networks between school routines, the community, local environmental issues, online education, mangrove preservation and education. environmental. In the second part, we will approach the processes of learning-teaching with graduation from the cycle of conversation circles carried out by the project Narradores da marida on experiences of teaching Geography and the supervised internship, organized by a group of students with the participation of teachers from different systems: formal education schools; rural, quilombola, indigenous schools; schools from a prison system and Youth and Adult Education. From the experiences with remote teaching, it was possible to strengthen ethical and political principles with loving dialogue, exercising education as a practice of freedom.

Keywords: Political environmental education. School routines. Narratives. Remote teaching